Literature Review.pdf - I Ngai P(2004 A Reinforcing Curriculum and Program Reform Proposal for 21st Century Teacher Education Vital First Steps for

Literature Review.pdf - I Ngai P(2004 A Reinforcing...

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I. Ngai, P. (2004). A Reinforcing Curriculum and Program Reform Proposal for 21st Century Teacher Education: Vital First Steps for Advancing K-12 Multicultural Education. Equity & Excellence In Education , 37 (4), 321-331. doi: 10.1080/10665680490518858 Recent times have been rewarding in the terms of research and new strategies to improve teaching methods for K-12 education However these new methods have seen a very limited execution or application resulting in educators are not yet well prepared for teaching to a culturally diverse student body or to be precise educators are not well equipped for implementing multicultural education. The author puts forward a reform to move multicultural model and ethnonational model a curriculum designed for K-12 teaching be adapted into the teacher education programs in the universities through this approach the individuals gain experience with multicultural education and be able to help as educators to K-12 students from diverse cultural for their coming future. The author's motive behind this proposition is a fundamental question of whether the teachers are prepared to provide all the help to students of diverse backgrounds to attain multicultural competency? Another reason is that the diverse population in the classroom on increasing in the united states begs the question are the educators multiculturally competent themselves? This is because the Isolated course approach which is dominant in teacher training programs have not been successful in preparing educators with abilities to teach and assist a culturally diverse student body. The model proposed here is not fully executed because teachers are not ready to include multicultural education in their curricula the reason behind this is that teachers themselves in their training programs have not come across the topic of multicultural education and significance of it, making it harder to integrate any topics related multi-cultural education to provide a classroom experience. To fulfill this gap researchers are trying find a path to integrate the banks model of multicultural education at the university level teacher education programs to prepare the student teachers to be multiculturally competent and provide opportunities for the candidate in the program with field experience opportunities and tutorial teaching to gain experience of applying multicultural concepts while interacting, teaching to students. To conclude bank’s model of multicultural education equips the student teachers with multicultural competencies to student teachers and equip them to provide effective classroom experience for a culturally diverse student body but to achieve banks model curriculum outcomes a consistent effort from teacher educators teacher education administrators is required inside and outside of the classroom environment.
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  • Spring '08
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  • researcher, Bank’s Multicultural

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